International Conference on Education and Development

UBT Annual International Conference is the 8th international interdisciplinary peer reviewed conference which publishes works of the scientists as well as practitioners in the area where UBT is active in Education, Research and Development. The UBT aims to implement an integrated strategy to establish itself as an internationally competitive, research-intensive university, committed to the transfer of knowledge and the provision of a world-class education to the most talented students from all background. The main perspective of the conference is to connect the scientists and practitioners from different disciplines in the same place and make them be aware of the recent advancements in different research fields, and provide them with a unique forum to share their experiences. It is also the place to support the new academic staff for doing research and publish their work in international standard level. This conference consists of sub conferences in different fields like: – Computer Science and Communication Engineering– Management, Business and Economics– Mechatronics, System Engineering and Robotics– Energy Efficiency Engineering– Information Systems and Security– Architecture – Spatial Planning– Civil Engineering , Infrastructure and Environment– Law– Political Science– Journalism , Media and Communication– Food Science and Technology– Pharmaceutical and Natural Sciences– Design– Psychology– Education and Development– Fashion– Music– Art and Digital Media– Dentistry– Applied Medicine– Nursing This conference is the major scientific event of the UBT. It is organizing annually and always in cooperation with the partner universities from the region and Europe. We have to thank all Authors, partners, sponsors and also the conference organizing team making this event a real international scientific event. Edmond Hajrizi, President of UBT UBT – Higher Education Institutio

Polymedia Based Instruction in Purposive Communication

This paper focused on the development and validation of Polymedia Based Instruction (PBI) materials in Purposive Communication (PC) classes at Urdaneta City University. Descriptive and developmental research designs were employed in this study. The subjects include the PC Instructors and selected pre-service teachers taking the course. This study identified five topics which were determined by the 8 PC instructors namely: Effective Communication, Intercultural Communication, Guidelines to Avoid Plagiarism, Power of Information and Communication Technology, and PowerPoint Presentation. PBI materials were developed for each topic and were categorized into 3components. These are direct materials, interactive materials, and task-based materials. PBI materials were given a highly acceptable remark from the pre-service teachers in the Purposive Communicationcourse. From the abovefindings, the following conclusions were drawn: Most of the identified topics needing computer-aided instructions using PBI materials dealt with speaking and writing skills; PBI materials developed covered spoken texts, mini-lecture, clips, related examples, interactive voice prompts, and computer-aided instructions; and, PBI materials are highly accepted in delivering the identified topics in the identified course.Moreover, the following recommendationsare forwarded: language teachers may use PBI materials as teaching strategies in speaking and writing classes; administrators and language teachers may optimize the PBI materials developed in teaching Purposive Communication course; language teachers may incorporate PBI materials in teaching Purpose Communication course; language teachers may design additional PBI materials to enhance the speaking and writing skills of the learners, and future researchers may explore other variables that can potentially signify to the PBI materials in teaching other related subjects

THE DEVELOPMENT OF INTERCULTURAL COMMUNICATION COMPETENCE IN ENGLISH LANGUAGE LEARNING CONTEXT: CASE OF LITERATURE FOR YOUNGER AND OLDER CHILDREN COURSE

Globalization and the advancement of technology influence people to communicate with each other. Nowadays, people in different regions and countries interact with each other and intercultural interaction happens among them. In this context, there is intercultural communication when the interaction occurs. In recent years, the emergence of the Intercultural Communication Competence (ICC) concept has entered the education field. This paper discusses the integration of ICC concepts and areas to a course in one of the private universities in Jakarta and sees how the course incorporated ICC concepts for students’ ICC development. The course is Literature for Younger and Older Children that integrates the ICC concept by conducting a virtual exchange program, excursion, and a project for their students. The virtual exchange happened between the participants and their group friends from Sweden. The phenomenology qualitative method was applied to dig deep information about the participants during the course activities. Observation, participants’ video reflection and the virtual exchange program are the data of this research. The result of this research is all of the course activities support the participants to develop the ICC areas; the knowledge, skills of interpreting and relating, skill of cultural awareness, skill of interaction and discovery, and attitudes. At the end of the course, the participants have developed their intercultural communication competence

Impact of Information and Communication Technology on Academic Achievement for Exceptional Student Education Inclusion Students

Students with disabilities are less likely to graduate from high school and tend to score lower on standardized tests than their general education peers. Although use of Information and Communication Technology (ICT) can improve these outcomes for traditional students, it has been unclear whether its use positively affects learning gains for the inclusion student. The purpose of this study was to determine if the academic test performance of 5th grade ESE inclusion students was enhanced by implementing ICT as a curriculum resource in their classrooms. Two frameworks provided structure for this study: the theory of social constructivism and the capability approach. The study population consisted of all 5th grade ESE inclusion students in 74 school districts in one southern state. Data sources were the state\u27s annual assessment scores for English language arts (ELA) and mathematics. Data were analyzed using 2 Mann Whitney U tests to compare ESE inclusion students\u27 assessment scores in the 2nd year of testing as compared to the 1st year of testing (2015-2016 as compared to 2014-2015). The findings of the study revealed no significant difference between the ESE inclusion students\u27 scores in the 1st and 2nd years for ELA and math scores even with ICT used as a resource. This outcome impacts social change by answering a question about whether ICT made a difference as used, and indicates that other studies must be done to better understand why ICT was not successful or how it can be used to significantly improve inclusion student outcomes

Development of a multilingual online course with the language support for teaching physics in English

Distance education offers an alternative to traditional teaching methods, particularly online courses. During the pandemic, the role of information and communication technologies in the field of education has increased and is used to organize both synchronous and asynchronous learning. However, not all information and communication technology (ICT) tools and platforms provide the necessary functionality for developing online courses in the direction of language integration. This article discusses the issues of creating a multilingual online course of physics in English with the necessary language support and additional functions for the development of students’ academic language. The study used such methods as a survey, focus groups, analytical and descriptive methods, and empirical research. The key features of the developed course are the use of various types of content and methods for assessing both subject and language knowledge and skills. The presented survey results, data on summative assessment (SE), and trial testing show the effectiveness of the developed course modules. The conclusions and results described in the article will be useful to teachers of natural sciences in general education and private schools, especially those using international programs, deputy directors, as well as teachers who teach their subjects in a second or third language

The implementation of Moodle platform through lecturer’s perspectives at English department

Information and Communication Technology is now becoming an essential part of everyday life of most people in the world. This paper analysed the main functionalities and tools available in the Moodle platform and their use through lecturer’s perspectives at English Department of IAIN Palangka Raya. This  study belongs to descriptive qualitative research. In the present study, teachers are expected to implement the Moodle platform of Information, Communication and Technology (ICT) in EFL classes, and make the Moodle platform of ICT becoming a complement to conventional teaching in EFL classrooms, especially when developing listening, reading and writing skills in English. The results showed that the Moodle platform contains some of the main tools of the standard Moodle platform like assignments, chats, forums, news and quiz/survey. The most the students purposes of the use of the Moodle platform were ‘download materials’, ‘news’ and ‘deliver assignments’, and the most used information materials are ‘texts’ and ‘slides’

DESIGNING ICT COMPETENCES-INTEGRATED LANGUAGE AWARENESS (ENGLISH PHONETICS AND PHONOLOGY, ENGLISH MORPHOLOGY AND SYNTAX, AND ENGLISH SOCIOPRAGMATIC) ASSESSMENT INSTRUMENTS FOR ELESP

Abstract The purpose of this research was to design ICT competences-integrated Language Awareness (English Phonetics and Phonology, English Morphology and Syntax, and English Socio-pragmatic) assessment instruments for English Language Education Study Program (ELESP). The Design and Development Research (DDR) acommodatesthis research to produce the models and principles guided by the design, development, and evaluation processes. The data of this research are final test of assessment instruments from five Universities existing assessment instruments of English Language Education Study Program, UNESCO document, European Profiling Grid (EPG) document, and Common European Framework of Reference (CEFR). The reseacher conducts three phases: need analysis, where the writeranalyses the existing assessment instruments of five universities and compare them to ICT competences of EPG, information gathering, and prototypical design. The findings shows the ICT competences of five universities on Technology Literacy of UNESCO. The research results are the procedures to design Table of Specification (ToS), the design ICT competences-integrated in Table of Specification, and design ICT competences-integrated in test and non-test of Language Awareness assessment instruments. Keywords: Assessment instruments, ICT competences, Table of Specification, andLanguage Awareness

Designing module “Presence and Online Tutoring” for the massive open online course “Ict Tools for E-Learning”

The authors disclose their experience of designing one module of the course, considering main steps in the process, specifics of the teamwork, the module’s structure and content, forms of the teaching material representation, ICT tools applied. The study is accompanied with a list of problems which were encountered during the process of the module design, and solutions found in the process of work. Due to the fact that MOOC remains to be a pedagogical novice and there is a scarcity of instructions on designing the MOOC course, the study is believed to contribute to the development of the MOOC methodology and instructional design in online learning by sharing actual experience and discussing applied problems. The methods of the research include literature analysis, reviewing the findings of the recent projects and case studies in the area of MOOC, analysis of the authors’ own experienc

DEVELOPMENT OF A PROFESSIONAL TRAINING COURSE TO ENHANCE PJBL COMPETENCIES OF TEACHERS AT A TECHNICAL UNIVERSITY

The research is aimed at designing a professional development course where special emphasis is laid upon teacher preparation for international project activities. A poll has been conducted to find out whether technical university teachers are inclined to using project-based learning (PJBL) in the classroom. It shows that in reality most of them don’t have a holistic view of the approach. They mention the lack of a methodological base, language skills and ICT practice to integrate innovative techniques into their teaching. It becomes obvious that there is a need to rethink the design of teacher preparation to cultivate educators who are able to demonstrate PJBL practices and be effective in preparing students for the project-based world. To better understand the ways of orienting teachers toward the project-based approach a set of teacher competencies has been specified. It comprises motivation, personal qualities and models of behavior that help an educator make the transition to new methods of teaching, methodological knowledge, XXI century skills (critical thinking, creativity, collaboration, communication, problem-solving, decision making), transnational communicative competencies (linguistic, rhetoric, cultural, media). These components serve as a basis for the professional development course content. As a result, it is proposed to include three major units for training: PJBL Methodology; Professional English and Intercultural Communication; Information and Communication Technologies